Sunday, October 31, 2010

11月10日(水)のアクティビティ

We have 3 activities today. If you don’t finish within the class period, finish them at home.

1. Form a group of 3-4 and discuss what makes a good literary work (e.g., haiku, senryu, story, manga, poem, etc). (10 minutes)

After you have created your own literary work, your teacher as well as your classmates will evaluate your work mutually. Based on today’s discussion, we will create an evaluation criteria that will be used at the end of the semester.

  • In a group of 3-4, discuss some of the characteristics that would make a good literary work (e.g., haiku, senryu, story, manga, poem, etc)..
  • Share what you have discussed by posting comments on this blog entry. Include all the group members’ names or initials.

2. Make a literary work using katakana. (Due: November 17th, Wednesday) (20 minutes)

(1) Read other people’s comments on “what makes a good literary work”. (2 minutes)

  • Scroll down to the comment section of this entry and read other people’s comments on “what makes a good literary work”.

(2) By using katakana words/expressions, create your own literary work and post it on your own blog. (18 minutes)

So far, we have searched and categorized various usages of katakana. We have also analyzed the purposes and effects of each katakana word/expression. By making the most of what we have learned through our katakana project, create literary work using various usages of katakana, instead of using just a single usage of katakana (e.g. loanword only).

  • Choose the type of your literary work among haiku, senryu, manga, story, poem, etc. If you want to do 2 different types of literary works, you may create another one.
  • If you choose to write senryu, read the previous blog entry about haiku, and senryu and review the rules. You have to write at least 3 senryu works.
  • Leave your own comment for the same blog entry (the one where you published your literary work) and explain why you have used the particular katakana words in your literary work as well as their effects.

3. Read comments on your katakana analysis (draft) and revise your analysis. (Deadline: December 1)(15 minutes)
  • Revise your analysis and post it on your blog. For the title, write "Katakana Analysis (final)."
  • Do not delete your Katakana analysis (draft). Write a new entry.
  • The final analysis will be graded by the instructor.
Katakana Analysis Checklist
  1. Did you clearly state the source(s) for your data (e.g., newspaper "Asayomi shinbun," women's magazine "Kitty")?
  2. Did you gather enough information from varied sources to support your conclusion?
  3. Were you able to exchange your opinion with people who know Japanese (i.e., advanced level Japanese learners, Japanese people)?

Wednesday, October 27, 2010

おおきなふるどけい



ひらいけんはわたしのだいすきなポップシンガーです。とてもゆうめいですよ。うたもとてもじょうずです。

Monday, October 25, 2010

ひらがなとカタカナとかんじのれきし(History)

ひらがなとカタカナのれきしはおもしろいですよ。つぎのリンクをクリックしてください。

http://en.wikipedia.org/wiki/Hiragana

http://en.wikipedia.org/wiki/Japanese_writing_system

800ねんごろに にほんのおぼうさん(Buddhist monk)が たくさん ちゅうごくのほんをよみました。そして、クラスへいきました。でも、かんじはむずかしかったです。それで(therefore)、カタカナをつくり(make)ました。

これはにっきです。かんじとひらがなですね。おとこのひとがかきましたか、おんなのひとがかきましたか。

これはめいじのけんぽう(Constitution)ですが、かんじとカタカナです。

http://www.h4.dion.ne.jp/~ishii/old/old_literat.htm 

http://www.lib.yamaguchi-u.ac.jp/exhibition/2004kin/tenji_mokuroku.htmlから

Sunday, October 24, 2010

10がつ25にちのアクティビティ

This is today’s activity. If you cannot finish within class time, finish at home.

In 1-3 below, write in Japanese as much as you can.
From here, work on your own.

1. Read the comments on your own blog. (10 min.)
  • Read the comments of the people who commented on your blog.
  • If you feel that it is necessary, respond back to the people who commented on your blog.

2. Confirm if comments you have made on others’ blogs have been responded to, or not. (10 min.)
  • Check the status of comments you have left on others’ blogs.
  • If you think it is necessary, respond to any comments.
  • To ensure that you remember where you commented, make sure to record on yourcomment sheet.

3. Comment on the blogs of students in other sections, and other universities (at least 2). (10 min.)
  • To go to blogs in other sections, look at the link list on the right-hand side of the page.
  • To go to the blogs of students in other universities and countries, click on the link on the right-hand side of the page that says, "せかい(WORLD)" under “ともだちをつくろう(Let's make friends)!” At this site you will see にほんご1ねんせい as a link on the right, and underneath it there are various university’s names. If you click these links you will be brought to university homepages which have student blogs either on the right side or on the left side.
  • When you read the blogs and think they are interesting, comment on their blogs.
  • To ensure that you remember where you commented, make sure to record on yourcomment sheet.

From here, work as a group of 3~4.

4. Work on categorizing katakana words/expressions. (15 min.)

  • Discuss with your group members in which category each of the katakanas you found should fit. (If you don’t know the answer, please seek opinions from the instructor and the TAs.)

(Category) Onomatopoeia - Emphasis - Loanwords

  • If a katakana word/expression doesn’t fit into any of the categories written above, create a new category for it.
  • Write (1) the category, (2) the katakana words, (3) the English translation/transcription, and (4) the place where you found the katakana in the comment section of the blog. See the example below.

(Example) Loanword, スタイル, style, Newspaper


From here, work on your own.

5. Think about katakana use and write your analysis on your blog. (15 min.)

Other people will read your analysis and make comments on your analysis.

  1. Choose at least 2 katakana words/expressions that you found and think about what kinds of effects / purposes there may be in these words/expressions writing in katakana instead of hiragana or kanji.
  2. Also, think why there are such effects/purposes.
  3. Think about why each textbook is different in explaining katakana, and why the textbooks explained katakana in the manners that they did.
* Write what you have written in the above questions on your blog. In title, write "Katakana Analysis Draft." (deadline: November 3rd)

Katakana Analysis Checklist
  1. Did you clearly state the source(s) for your data (e.g., newspaper "Asayomi shinbun," women's magazine "Kitty")?
  2. Did you gather enough information from varied sources to support your conclusion?
  3. Were you able to exchange your opinion with people who know Japanese (i.e., advanced level Japanese learners, Japanese persons)?

*After exchanging comments, revise your analysis and post it on your blog.(deadline: December 1) The final analysis will be graded by the instructor.


Sunday, October 17, 2010

Katakana Project

Objectives of the Project
  1. Explore various uses of katakana.
  2. Practice using various katakana expressions.
  3. Observe how Japanese textbooks explain katakana and think about why those textbooks explain katakana in such manners.

Outline of the Project
  1. Understand the manners in which Japanese textbooks explain katakana.
  2. Gather various katakana expressions from sources such as books and magazines.
  3. Think of the ways in which the various katakana expressions could be categorized. Consider what kinds of effects and purposes there are in writing in katakana.
  4. Think about why the textbooks explain katakana in such manners.
  5. Prior to producing literary works (such as senryu, manga, or stories) using katakana, discuss how you can make your literary works interesting. Based on this discussion, the class will create the criteria by which the literary works should be evaluated.
  6. Produce literary works using katakana.
  7. Based on the evaluation criteria decided in step 5, write comments on the literary works of the classmates.
  8. According to the comments from the classmates, revise and/or re-produce the literary works.
  9. Appreciate the classmates’ literary works once again, and based on the evaluation criteria decided in step 5, choose the top 3 literary works in class.
  10. Write comments on the project itself.

Friday, October 15, 2010

Blog Evaluation Categories

1. Language

transition into using more Japanese, use Japanese as much as possible, use the grammar structure and vocabulary we learned, not always playing it safe with what we have learned in class

2. Content
• a good name, catchy titles,
• a good topic or theme, some sort of continuity in the theme/topic of the blog, topics that somehow relate to Japanese, Topic should be related to Japanese culture to raise people's common interests, culture observation,
• various subjects, new content, informing, updated material, genuine value, learning life lessons, sentimental value, addictive material, opinions,
• clarity,
• interesting to reader and writer, interesting topics that lead to good discussions coherent, controversial information, entertaining, nothing too explicit or controversial, original/creative, fun, appropriate/polite content,
• regional reaction to international events, about something that actually matters,
• don't self-reference language learning

3. Layout
compelling graphic elements, easy on the eyes, aesthetics, Appealing wallpapers, legible (ex. the background should not be the same or similar color of the text). not too many shiny bright colors, Ability to scroll through quickly (lots of pictures, videos, etc.), include some pictures, videos, links, etc, Different colored text can help make certain parts stand out

4. Communication
responds to comment, interacting with other blogs, try to interact with other bloggers not only from our class but also the blogs of students from other universities, use this place to make friends and communicate with people, comments should be answered if they include questions, presence of new words, english translation when relevant, should pose questions to invite comments, references to other people's blogs

5. Consideration
personal and honest in nature, be sincere, aware of the language level of one's readers, try to post at the class' level so we can all read your posts, no offensive words or posts.

6. Frequency
update regularly, frequently updated

7. Others
Paragraphs should not be so long that the blog becomes difficult to read

にほんじん、にほんのひと


Japanese society of Yamato people is linguistically homogeneous with small populations of Koreans (0.6 million), Chinese/Taiwanese(0.5 million), Brazilians (300,000, many of whom are ethnically Japanese), and Filipino (245,518, some being Japanese Filipino; children of Japanese and Filipino parentage).[5] Japan has indigenous minority groups such as the Ainu and Ryukyuans and social minority groups like the burakumin.(wikipediaから)

にほんのかんこくじん、ちゅうごくじん、ブラジルじん、フィリピンじんはいつきましたか?どうして(why)きましたか?アイヌのひととおきなわのひとはなにごをはなしましたか?
こたえ(answer)は demographics of Japanにっけいブラジルじんウチナーグチ(おきなわご)、アイヌアイヌごをみてください!

チャットクラブ


これはチャットクラブのしゃしんです。ひとがたくさんきました。

Thursday, October 14, 2010

甲子園(こうしえん)


しゃしんはhttp://tigersouendan.blog123.fc2.com/から

サントスさんはどこへいきますか?甲子園(こうしえん)へいきます!甲子園は阪神(はんしん)タイガースの球場(きゅうじょう:baseball stadium)です。

日本(にほん)の野球(やきゅう:baseball)のチーム(セリーグ)
  • よみうりジャイアンツ(とうきょう)
  • とうきょうヤクルトスワローズ(とうきょう)
  • よこはまベイスターズ(よこはま)
  • ちゅうにちドラゴンズ(なごや)
  • はんしんタイガース(おおさか)
  • ひろしまとうようカープ(ひろしま)
夏(なつ)に甲子園で高校生(こうこうせい)が試合(しあい:game)をします。きょねんの一番(いちばん)の学校(がっこう)は沖縄(おきなわ)のがっこうでした!

Monday, October 11, 2010

じこしょうかい(self-introduction)

These are the best self-introductions!

(セクション1)





(セクション2)



(セクション3)






(セクション4)





(セクション5)

Thursday, October 7, 2010

DKC Lecture: Learning かんじ

DKC Lecture: Learning かんじ
10がつ14か(もくようび)
6じから
301 Philopophy
もりよしこせんせい


Tuesday, October 5, 2010

10がつ11にちのアクティビティ(activity)

There are 5 activities today. If you cannot finish all of them, do the rest at home.
Use your time effectively.

1. Listen to your classmates’ introductions and choose the one you think is best.
(15 min.)
  • Go to Courseworks and click Discussion. Then, listen to the 8 introductions listed below your own introduction. Choose the best introduction out of the 8.
  • E-mail the name of the person who had the best introduction and the reason you chose the person to your instructor (Nazikian: fn2108@, Park: jp2194@, Hamada: hh2373@, Matsui: kml2168@, Sato: ss903@).
  • We will post the best introduction on the class blog.

2. Discuss what makes a good blog in groups of 3-4 people.(10 min.)

At the end of the semester we will have not only teachers but also you and your classmates evaluate each other’s blogs. We will use the results of your discussions today as a basis for deciding the criteria that we will use to evaluate the blogs at the end of the semester.
  • Discuss what makes a good blog in groups of 3-4 people.
  • Post the result of your discussion in the comment column of the blog. Make sure to include your names or initials with the posting so we know that you have commented.

3. Read the comments made about your own blog. (10 min.)
  • Please read the comments made by others about your blog. (People who have already read these comments can skip ahead to step 4 below.)
  • If you feel that it is necessary, please respond back to those who have commented on your blog.

4. Comment on the blogs of students from other sections, as well as the blogs of students from other universities. (Comment on at least 2 blogs). (10 min.)
  • To view the blogs of students from other sections, look at the list of classmate links on the right side of the page.
  • To view the blogs of Japanese Level I students from other countries or other universities, click on the “ともだちをつくろう(Let's make friends)!” link on the right-side of the page. You will see a link for (にほんご1ねんせい) and under this link is a list of other universities. If you click on each of these links you will be brought to a listing of blogs of students from other universities.
  • Read the blogs and if you think you would want to be friends with a student, comment on their blog.
  • Write at least one sentence in Japanese that includes one Japanese vocabulary word that we have learned.
  • Record which blogs you have commented on by writing them down on a comment sheet. (See "How to Submit Comment Sheet" under にほんごのクラス(class) on the right side of the page.) In the end of the semester your classmates will look at this comment sheet when they evaluate your blog.

5. Post your blog entry in Japanese. (15 min.)
  • Write a blog entry in Japanese.
  • If you have no idea what to write, you can write about what you did on the weekend or your daily schedule.